Writing Assessment
When we asses students' writing we need to assess it based on multiple factors. Assessment sheets like the Emergent and early writing assessment sheet (Hill, 2006, p. 290) below can be used to do this. (Click to enlarge)
As you can see, when we assess students' writing there are many things within the marking criteria. There are three main areas in this criteria to which children are assessed. These are: Written language - How well the student formats their writing. Ideas - How well the learner conveys a certain message. Text conventions - How well the learner is able to recognise and apply current writing conventions.
The students are then marked on the 6 factors that comprise each of these sub-sections of writing. Below is a sample piece of writing that my learner wrote after reading Hooper Humperdink...? NOT HIM!. (Click to enlarge)
Using the above sample, I can make some assessments of the learner's writing ability.
Written Language
Using Hill's assessment sheet, it is apparent that the learner is at least at Level4 with regards to his writing capability, as we can clearly see he is capable of writing a simple sentence. We cannot however, assume that the learner is not at level 5 or 6 because he only provided me with a single sentence, which is insufficient to say whether or not he can write several sentences with punctuation or a paragraph.
Ideas
When we look at the ideas the learner displays when writing, we can easily see that he is at Level5, as he is able to competently record his own ideas with writing. While he wrote an idea to paper for me, he did not compose several ideas in this sample, so we can't accurately determine whether he is at level 6; meaning he is able to compose several ideas in his writing.
Text Conventions
The learner is clearly strong when it comes to text conventions. He correctly uses capital letters to begin nouns, writes left-to-right, sweeps top-to-bottom, spaces out lines and words, and finishes his sentence with a full stop. Using the sample the learner provided we can safely say that he is at Level 6, as we can see that he has clearly revised what he has written to make sure it made sense and has corrected his spelling mistakes.
VELS Writing Standards Level 2 students, according to VELS (2007), should be able to "write short sequenced texts that include some related ideas about familiar topics." Furthermore, VELS states that they should be able to "select content, form and vocabulary" in order to create their writing pieces. Their writing should be constructed using correct spelling on shorter, familiar words, correct capitalisation, spacing, slope and with a consistent text size. Looking at the learner's sample piece of writing, we can see that he is capable of correctly writing in conformance to the aforementioned standards, and has corrected his spelling when he made a mistake.
When we asses students' writing we need to assess it based on multiple factors. Assessment sheets like the Emergent and early writing assessment sheet (Hill, 2006, p. 290) below can be used to do this. (Click to enlarge)
As you can see, when we assess students' writing there are many things within the marking criteria. There are three main areas in this criteria to which children are assessed. These are:
Written language - How well the student formats their writing.
Ideas - How well the learner conveys a certain message.
Text conventions - How well the learner is able to recognise and apply current writing conventions.
The students are then marked on the 6 factors that comprise each of these sub-sections of writing. Below is a sample piece of writing that my learner wrote after reading Hooper Humperdink...? NOT HIM!. (Click to enlarge)
Using the above sample, I can make some assessments of the learner's writing ability.
Written Language
Using Hill's assessment sheet, it is apparent that the learner is at least at Level 4 with regards to his writing capability, as we can clearly see he is capable of writing a simple sentence. We cannot however, assume that the learner is not at level 5 or 6 because he only provided me with a single sentence, which is insufficient to say whether or not he can write several sentences with punctuation or a paragraph.
Ideas
When we look at the ideas the learner displays when writing, we can easily see that he is at Level 5, as he is able to competently record his own ideas with writing. While he wrote an idea to paper for me, he did not compose several ideas in this sample, so we can't accurately determine whether he is at level 6; meaning he is able to compose several ideas in his writing.
Text Conventions
The learner is clearly strong when it comes to text conventions. He correctly uses capital letters to begin nouns, writes left-to-right, sweeps top-to-bottom, spaces out lines and words, and finishes his sentence with a full stop. Using the sample the learner provided we can safely say that he is at Level 6, as we can see that he has clearly revised what he has written to make sure it made sense and has corrected his spelling mistakes.
VELS Writing Standards
Level 2 students, according to VELS (2007), should be able to "write short sequenced texts that include some related ideas about familiar topics." Furthermore, VELS states that they should be able to "select content, form and vocabulary" in order to create their writing pieces. Their writing should be constructed using correct spelling on shorter, familiar words, correct capitalisation, spacing, slope and with a consistent text size. Looking at the learner's sample piece of writing, we can see that he is capable of correctly writing in conformance to the aforementioned standards, and has corrected his spelling when he made a mistake.
- Introduction to Learner
- Reading Interests Survey
- Learner Understanding
- Reading Fluency
- Writing Assessment
Teaching Programs
- Classroom Structure
- Teaching Approaches
- Reading/Writing Approaches
- Observation Notes
Teaching Resources
Statement of Observation
Permission Slip
Reference List
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